What can we learn from art practices? Exploring new perspectives on critical engagement with plurality and difference in community art education

The paper presents a case of community art education in Leuven (Belgium). Participants who belong to disenfranchised groups of the local community are invited to engage in artistic actions and performances aiming at familiarizing them with modern art practices. Such experiments are often disqualified as being irrelevant to the life-conditions of these families in poverty, and hence as non-emancipatory. In this paper, the emancipatory quality of such initiatives is explored with reference to the art practices of the Belgian/Mexican artist Francis Alÿs and the reflections on emancipation by the French philosopher Jacques Rancière. These reflections help to shed a new light on the emancipatory dimension of community art practices and to consider theoretical concepts such as ‘poor pedagogy’.

Publication year:2019

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BOF-publication weight:0.1

CSS-citation score:1

Authors from:Higher Education

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